ANNUAL REPORT 1 August 2014 - 31 July 2015
Leading Innovative Professional Practice STRANMILLIS UNIVERSITY COLLEGE A College of Queen’s University Belfast
Annual Report 2014-2015 (1 August 2014 - 31 July 2015) Page
GOVERNING BODY (2014-15) 2
CHAIR’S FOREWORD 3
PRINCIPAL’S REPORT 4
KEY ACHIEVEMENTS 5
LEADING INNOVATIVE PROFFESSIONAL PRACTICE 7
INTERNATIONAL DEVELOPMENT 24
WIDENING PARTICIPATION THROUGH COMMUNITY ENGAGEMENT 30
SCHOLARSHIP AND RESEARCH 35
STAFF ACHIEVEMENTS AND APPOINTMENT 41
LIFELONG LEARNING 44
STUDENT SUPPORT AND WELLBEING 45
STUDENT ACHIEVEMENTS 47
STUDENT SPORTING ACHIEVEMENTS 50
STUDENTS’ UNION ACTIVITIES 52
CORPORATE SERVICE DEVELOPMENTS 55
1 GOVERNING BODY (2014-2015)
Chair Professor Sir Desmond Rea, OBE MSc (Econ) MBA PhD
Members Mr Edgar Jardine, CB MSc BSc – Vice-Chair Dr Anne Heaslett, BA (Hons) MA DPhil MSc FRSA – College Principal Mrs Shirley Madden, LLB LLM PGDIP Mr Andrew Brown, BEd (Hons) MSSc FCIEA, FCollT, FRSA – Academic Staff Representative Mr Kenneth Nelson, BA MBA MSC MIC FCMI CMGR Mr Alex Ramage, Support Staff Representative to 30 July 2015 Ms Ingrid Mercer, BLS MCLIP - Support Staff Representative effective from 1 October 2015 Mr Michael Pollock, BEd - Student Representative (2014-15) Mr Adam Leahy, Student Representative effective from 1 June 2015 Mr Robert Thompson, MA BA DASE CertED Dr Esmond Birnie, MA (Econ) PhD (Econ) Mr William Patterson, BA (Hons) MBA FCIPD Mrs Claire Moore, BA (Hons) Mathematics FCA Mrs Elizabeth Huddleson, BEd (HONS) MSc Mr Richard Hanna, BEd MSc PGDip MSc (Education)
Secretary to the Governing Body Dr Clifford Boyd, MSc PhD to 8 June 2015 Ms Karen Robinson, MSc Dip IoD effective from 9 June 2015
2 Chair’s Foreword
Stranmillis University College’s The Governing Body at Stranmillis is concerned ‘bread and butter’ is teacher with the effective and efficient management of the education. However there is College’s activities and property. much more to the College than this. We have a unique body of The Principal and staff are to be commended work and portfolio of courses at for their professionalism and enthusiasm and Stranmillis, and geographically congratulated on the successes achieved in we are able to reach out beyond 2014-15. The Governing Body acknowledges the Northern Ireland to international significant improvements that have been made to markets. We also have a strong the College’s Infrastructure, with the re-opening commitment to collaboration and partnership. Our during the year of the iconic Main Building, profile is such that we have students coming here following extensive refurbishment. to take courses, particularly from the United States, and our extramural outreach attracts people of all The Governing Body also values the input of staff, ages to take part in Lifelong Learning Activities. students and other stakeholders in the ongoing development of the College as we continue our Our new Mission Statement, approved by the work to deliver excellence in teaching, scholarship Governing Body in June 2015, sets out the and research. College’s ongoing commitment ‘to sustain a vibrant, inclusive learning community, Significant work has been undertaken during educating, shaping and enriching society the year to strengthen further our governance through excellence in teaching, scholarship and arrangements and to update our policies and research’. procedures to ensure that they are relevant and compliant with good practice, evidencing the Our Vision - ‘Leading Innovative Professional College’s ongoing commitment to continuous Practice’ - provides the strategic direction for improvement. everything we do. We are acutely aware of the challenges of We are committed to the development of a managing the College in the current economic community of learners who learn with and from climate. However, through ongoing re-structuring each other. We want our graduates to have the and streamlining of our processes and through professional and academic skills which will enable our Investment Strategy, we can begin the next them to make a significant contribution to their academic year in good shape. chosen profession and to social and economic well-being within Northern Ireland and beyond. We strongly encourage social responsibility through Professor Sir Desmond Rea, OBE MSc(Econ) MBA PhD community engagement and are committed to Chair of the Governing Body providing a warm and welcoming environment that embraces diversity.
‘Leading Innovative Professional Practice’ 3 PRINCIPAL’S REPORT
The Annual Report for professionalism and dedication of College staff. This 2014 - 2015 documents Annual Report illustrates the breadth of that work another successful and innovation. Their efforts are to be applauded chapter in the life of the and celebrated. College as it seeks to sustain Building collaborative partnerships has also been a critical factor in determining the College’s success. ‘a vibrant, inclusive This report acknowledges the quality, range and learning community, depth of the partnerships which underpin our key educating, shaping innovations. and enriching society through excellence in teaching, scholarship and research.’ Despite the challenging economic climate the College achieved a positive end of year financial The aspirational aim in the Stranmillis mission position. In the 2014-15 academic year we seeks to have a positive impact on the local continued to invest in the student experience and community and beyond through shared learning and the College infrastructure. An enhanced learning accessible resources. We strongly support the view environment is now being enjoyed by home and that Education can have a transformative power in international students in addition to the professional the lives of individuals and communities; therefore communities we serve. the College’s strategic priorities have a critical part to play in helping to shape people’s lives and their future prosperity.
The achievements of the past year reflect a renewed commitment to our refreshed vision: Dr A Heaslett ‘Leading innovative professional practice’. Principal & Chief Executive Delivering this vision owes much to the
‘a vibrant, inclusive learning community, educating, shaping and enriching society through excellence in teaching, scholarship and research.’
4 SUMMARY OF OUR KEY ACHIEVEMENTS DURING 2014 - 2015
This Report outlines our key achievements in 2014 -2015 in the areas of:
• Leading innovative professional practice; • International Development; • Partnerships; • Widening Participation through Community Engagement; • Scholarship and Research; • Staff Achievements; • Student Support and Wellbeing; • Preparing our Students for the World of Work; • Student Achievements; and • Corporate Service Developments.
Excellent progress was been made across 57 target areas. While we are still awaiting data to confirm the results in 3% of the target areas, the majority of targets were either achieved or exceeded by 31 July 2015. A number of lower level Scholarship/Research targets were not met because of the concentrated effort required to reach the targets linked to the REF (Research Excellence Framework) return. The College made a successful REF return in 2014 as highlighted on page 35 of this report.
Performance Against Targets 2014-15 Awaiting Data 3%
Exceeded 11%
Achieved 86%
5 Our Student Profile
The College’s student profile and satisfaction levels remain strong as indicated below:
• National Student Survey: Results indicated an overall satisfaction rate of 89%. The College received positive scores across all 7 sections of the survey to achieve an overall score of 4.24 – which was the second highest score recorded across Northern Ireland institutions.
• Student Entry Profile: The overall average for all undergraduate programmes increased by two UCAS points to 317. The Primary Education tariff remained the highest at 380 followed by Post-primary at 308.
• Undergraduate Retention: The College maintained an outstanding student retention rate of over 96%.
• Graduate Employment: The College achieved a high performance in terms of graduate employment as measured by the Department for Employment and Learning performance indicators for Higher Education. The most recent published analysis for 2013-14 shows that the percentage of full-time first graduates of Stranmillis in work or study or both was 97.1% against a Northern Ireland average of 93.7%.
6 LEADING INNOVATIVE PROFESSIONAL PRACTICE
Developing and sustaining collaborative partnerships remains a critical factor in determining the College’s success in leading innovative professional practice. This report acknowledges the quality and depth of the partnerships which underpin our key innovations.
In a recent report following an Educational Enhancement Process exercise (July 2014) the Assessment Panel concluded that the College was too modest about its work, especially in areas like STEM, Early Childhood Education and other initiatives. It has leading edge examples of innovation using technology in all programmes. The Panel considered that this was an area for sharing good practice. This report attempts to address this issue by outlining how the College is taking forward its vision of ‘Leading innovative professional practice’.
7 STEM
VISTA Project in Dublin and Birmingham conference at Aston University, Birmingham, in May 2015, and the full report will be published later in the year. The research makes a strong case for students taking greater ownership of micro-teaching activities, which they value highly and would like to engage with throughout the full academic year. The opportunity to collaborate with students from other ITE institutions was also considered to be important by both the Trinity College Dublin and Stranmillis University College groups.
Playful Technology
During 2014-15, Year 1 Post-primary Science The Playful Technology module was developed students headed to Dublin to continue to develop by the Science team at the College and requires their teaching in schools, following the end of their students to provide STEM experiences for children professional placement earlier in the summer in their placement school, based on children’s term. This visit was part of the ‘Video in STEM narratives and themes. A Year 4 BEd student was Teacher Assessment’ (VISTA) project funded by The the lead in St Oliver Plunkett Primary School in the Standing Conference on Teacher Education, North delivery of the Playful Technology project in which and South (SCoTENS). The aim of the visit was pupils designed and made an alarm circuit to protect the contents of the picnic basket owned by ‘Eddy’, a character from their story. Following a rigorous examination of the STEM knowledge that the pupils had learnt through this form of science delivery, the pupils received the Sentinus ‘Award of Excellence at Foundation Stage and Key Stage 1’.
to pilot a micro-teaching methodology designed by the students from both institutions, and to discuss what constitutes ‘ideal practice’ with respect to this popular initial teacher education activity.
The outcomes of the day and the preliminary findings of the project were presented at the 8 ‘Teacher Education Advancement Network’ (TEAN) Sentinus Robotics
Year 1 BEd (Post-primary) students in Technology and Design were given the opportunity to deliver a robotics project to P6 and P7 pupils. Sentinus supplied 10 MicroBot kits for each school, along with the requisite software and hardware, and the students delivered the MicroBot project to each class as part of their School-Based Work placement. The students worked in partnership with the various schools’ teachers. Sharing their technical knowledge in robotics will develop their classroom teaching skills. Students were particularly looking at the learning styles of the pupils in response to the activities associated with the project. We hope to develop this work further in 2015-16 and thus raise the profile of technology in primary schools.
Educating the Digital Generation
The College continues to drive forward the computing curriculum in schools in Northern Ireland and delivered a Public Lecture entitled ‘Educating the Digital Generation’ to an invited audience of special guests, staff and students. The responses following the lecture have illustrated clear support for the theme of the evening’s discussion: that we need to teach our children the underlying principles, concepts, techniques and methods of computing to sustain them in a technological world that does not exist yet.
9 IT Ambassador Project Computing at School Conference
With the support of Kainos and Liberty IT the The second Computing at School Conference College established an IT Ambassador Project (Northern Ireland) took place in the College on 19th which is based on a partnership between Stranmillis June 2015. It was attended by almost 100 teachers and the IT sector. The project aims to raise eager to engage in the variety of workshops offered awareness of the challenges of introducing and and demonstrating through the numbers attending developing computer programming in schools, that teachers in Northern Ireland are eager to both at primary and Post-primary stages, and participate in computing in the classroom. As Chair begins to address the staff development needs of Computing at School for Northern Ireland and of the teaching profession in order to promote a member of the CAS (UK) management board, high quality teaching of Computer Science. A pilot Dr Irene Bell was also delighted that this year the project involving students from KS2 and KS3, work of the CAS(UK) management group received mentors (from IT business) and 10 teachers has ‘Informatics Europe Best Practices in Education been established by Mr Ian Simons. It is hoped that Award’ (Nov 2014). The recent government report the pilot will help inform a more comprehensive on ‘Coding in Schools’ (March 2015) illustrates professional development strategy for teachers. the initiative and work being undertaken at both Such a strategy is necessary if we are to increase undergraduate and CPD level in this area. the opportunities for students in Northern Ireland schools to receive training in programming skills with a view to gaining employment in the Northern Ireland IT sector.
10 Outstanding Practice in Primary Professor Colette Murphy from Trinity College Science Dublin gave the keynote address on behalf of the PSTT and stated: The Primary Science Teaching Trust (PSTT) at the College “This event couldn’t have come at a better time – in showcased the outstanding the same year as the first ever Northern Ireland practice of some of its Science Festival. Providing exciting opportunities Primary BEd students across for young children to learn about and appreciate a number of projects with science is exactly the way forward for science in primary schools. Teachers, Northern Ireland!” student teachers, principals, and education stakeholders including Peter Weir MLA and This highly successful event promotes the key role representatives from ETI, CCEA, DE, and GTCNI and contribution of the Stranmillis PSTT centre to had the opportunity to experience the innovation primary science in Northern Ireland. and creativity emerging from projects led by Stranmillis science lecturers. Since its designation as one of the PSTT’s centres for excellence in curriculum development and research, Stranmillis has developed a suite of projects which seek to promote science within the primary classroom. These include: ‘Playful Approaches to Science’, ‘Playful Technology’, ‘The Titanic Project’, ‘Digital Story-telling in Primary Science’ and ‘The Greenpower Project’.
11 Primary Science in an Espresso Shot Innovation and Learning Award
The Primary Science Teaching Trust Hub at Stranmillis contributed to the inaugural Northern Ireland Science Festival by hosting an event on Thursday 19 February 2015 entitled ‘Primary Science in an Espresso Shot’. ‘Established Coffee’ in Belfast’s Cathedral Quarter became the alternative laboratory for the evening, offering a relevant space to explore concepts such as density, insulation, and filtration processes… and the baristas also made sure attendees were well caffeinated throughout the evening! The interactive session began with a ‘meet and greet’ over coffee, followed by a discussion of playful approaches to science teaching, after which the participants stepped into their pupils’ shoes and attempted a range of experiments based on the children’s narrative — You Wouldn’t Like Me Without My Coffee. The College, in partnership with Nerve Belfast Creative Learning Centre, received the DCAL Innovation & Learning ‘STEAM’ award for their ‘Digital Storytelling in Enquiry Based Science project’. The project, funded and supported by the Primary Science Teaching Trust, involved BEd (Primary) student teachers using iPads in the classroom to make science more accessible and engaging across local primary schools. The award was presented at a special ceremony at the Playhouse Theatre in Derry/ Londonderry on Wednesday 17 June 2015. This project builds on the work of the Primary Science Teaching Trust’s Stranmillis Centre for Research and Innovation in Science Education, and supports its aim of raising the quality of provision in schools across Northern Ireland. The award highlights the value of using digital technology for recording and communicating in primary science and shows how a digital narrative can develop enquiry, literacy and ICT skills alike. 12 Early Childhood Studies
During 2014-15, the College ran a successful CPD Network NI afforded students the opportunity course which was designed and delivered as a to take part in volunteering opportunities which result of the ETI report ‘An Evaluation of the Role were accredited within the degree enhancement of The Early Years Specialist’ (Feb. 2014) which programme. highlighted the need for increased awareness amongst Early Years Specialists as to their role in In addition, ECS students engaged with a leading change in settings. The course attracted community arts-based organisation, Young At Art, a strong cohort of current Early Years Specialists to undertake a course, ‘All About Plays’, designed from the preschool sector who all appreciated the to enhance their skills in dramatic performance with strong emphasis on mentorship within the course. young children.
The employability skills of Early Childhood Studies Students also availed of the opportunity to gain an (ECS) students continue to be enriched through accredited certificate in Paediatric First Aid. a variety of degree enhancement programmes. The academic year 2014-15 saw a wider range of The College co-ordinates a major partnership courses being developed by team members, so in Early Childhood Studies involving five of the that the appeal of the topic areas being covered 6 Regional College in Northern Ireland. The could be broadened. For example, Fostering Foundation Degree in Early Childhood Studies is central to this development.
13 ECS Foundation Degree ‘Taster’ Event ECS Outreach in Cavan and Monaghan The College continues to progress its profile in In February 2015, the College hosted a one-day relation to the ECS part-time, undergraduate event to provide advice, information and a point student recruitment. The BA programme was of contact for students hoping to matriculate from revalidated to allow for a further recruitment of the Foundation Degree in Early Childhood Studies students to the partnership arrangement with (ECS) into the BA Hons programme at Stranmillis. Cavan and Monaghan Education and Training The event was attended by over 50 students from Board (CMETB), utilising the campus at Monaghan all over Northern Ireland. The visitors experienced Institute to teach a group of part-time students. The a day in the life of a Stranmillis student, including first recruitment drive saw 14 new students recruited a taster lecture where students could experience to this initiative. the lecture content and then engage in academic debate and discussion. Following the lecture, lunch was provided and students had the opportunity to experience University hospitality. The event concluded with a final plenary and question and answer session. Many students commented that they benefited greatly from the day. One student described how her ‘daunted’ feeling was significantly reduced as she now feels excited and enthused about attending Stranmillis. Another student from Southern Regional College commented: “I found the information day at Stranmillis both enjoyable and informative. I found the careers talk particularly helpful and feel I came away with a lot of relevant information”.
14 Early Years Education (EYE)
Number Talk Playful Science Funding was received from SCoTENS to design Innovative research and practice on Playful a maths resource for young children entitled Science is continuing with the Primary Science ‘Number Talk’. This resource has proven very Teaching Trust. The College is one of 7 hubs from attractive to primary school practitioners and across the UK and the playful science project is Dr Pamela Moffett is currently seeking some one of a range of projects ongoing at the moment. additional research funding to enable the College Funding for the Hub is £84,900 for three years, to evaluate the resource in practice. and it is hoped that this funding cycle will continue on a 3 year basis.
‘Playful’ Outreach to the RoI
Perhaps one of the most notable events has been the impact of the concept of playful learning and teaching on policy in the context of the Republic of Ireland, where the College’s work on the concept of playful teaching and learning has been drawn upon to inform the new primary curriculum for infant classes. In addition, the College was invited to speak to the Early Childhood and Primary team at The National Council for Curriculum and Assessment (NCCA) about its work on playful approaches to teaching and learning and to review both the draft discussion paper, ‘The Primary Curriculum: New Pathways for Teachers and Children in Infant Classes’ and their draft Language Curriculum for junior infants to second class. The College has also been involved in developing support material on ‘Playfulness in Teaching and Learning’, along with a Year 2 teacher from Kilmaine Primary School, to be included in the new Primary Language Curriculum. The College has also created a Podcast on the topic of playfulness in teaching and learning for the online Aistear: the Early Childhood Curriculum Framework toolkit. 15 PG Students See Outstanding Practice NI/ Norway Seminar
During 2014-15 the PGCE professional workshops On the 25 March 2015, EYE and the Research continued, where students visited an array of Office at the College organised a very successful outstanding nursery and primary settings, not seminar with Queen’s University Belfast and Stord only to observe practice, but to gain insights on University College, Norway, entitled ‘Sharing a number of professional issues relating to EYE. Research and Practice in Early Years Education Some of the nurseries visited included Magherafelt and Primary Education’ across Northern Ireland and Nursery School, Glendhu Nursery School, Pondpark Norway. The focus of the session was on sharing Nursery School, Windmill Integrated Nursery School and having conversations about early years and and Kilmaine Primary School. primary education in Northern Ireland and Norway and considering what we can learn from research, PG Students in the Outdoors best practice and continuing collaboration in both The Early Years PGCE group also got a taste of contexts. the outdoors and the Forest School approach The event ended with an open discussion focusing during a session on the College campus. After on current issues being confronted within the field of an initial presentation by Brian Poots from the NI early years and primary education in both contexts Forest Schools Association, the students, lecturers and ideas for possible future collaboration. and Brian donned coats and good footwear and The event was warmly received by all concerned. went out to the area of the campus near the pond. There students were asked to put themselves into the mind of a primary school pupil, and engaged in a series of very interesting and exciting outdoor challenges. At the end of the session the group were joined by the vice-principal of Hazelwood Integrated Primary School, who led an outdoor group activity where the students constructed skeletons of 3-D shapes made of cut twigs. The learning gains of creativity and teamwork were much in evidence!
16 Health and Physical Education
Following extensive work with key stakeholders, To support student retention, and in particular Year employers and current students, the College 1 student retention, the BSc programme in 2014- changed the title of both its BSc and Foundation 15 embarked on a bi-phasic induction programme Degree from Health and Leisure Studies to of an outdoor education residential experience Health, Physical Activity and Sport. Commenting early in Semester 1, followed up by an intensive on the change the Head of Health and Physical one day team building course in College late in Education, Dr David McKee, reported: Semester 1. Feedback from the Year 1 students on the programme was universally complimentary “This is an exciting development for Stranmillis, with students reporting that both elements of the making the title more reflective of the course programme helped them to make the transition to content and aligned to current strategies in health third level study. and sport. I am confident that the new title will be more attractive to potential students, thus helping International Physical Literacy to ensure we attract the brightest and most Association (IPLA) capable students.” Following the College’s involvement in the UK- based Physical Literacy Steering Group, the The provision of high quality teaching and International Physical Literacy Association (IPLA) learning remains at the core of Health and was formally constituted as a charity in August Physical Education. The BSc programme received 2014. The College’s on-going involvement in the positive feedback from the programme’s External IPLA has provided opportunities for the College Examiner who identified the wide variety of to be invited as an international adviser on assessments used, choice of assessment within policy-making groups, including the Canadian and between modules, and the application of Physical Literacy Consensus Statement Steering theory to practice as particular strengths of the Group, and to deliver keynote presentations, for programme, as well as exemplary practice in example at the 2nd Summit on Sport & Human students’ meaningful engagement with recent and Development in Sao Paolo relevant peer reviewed research.
Melanie McKee (vice-chair, IPLA) at the launch of the Canada’s 17 Physical Literacy Consensus Statement in Vancouver, June 2015. Arts and Humanities
In the Arts and Humanities Academic Area Teaching to the Advanced Certificate, work on which examples of innovative practice included a focus was completed and assessed by a panel of experts on outdoor learning, on thinking skills and personal in June. capabilities with primary Geography/History specialists, on active learning and teaching methods The academic area has continued to work with with primary drama specialists and an increased a range of partners in a variety of ways. The engagement with the use of iPads in the classroom Stranmillis/BELB Partnership project saw final year for primary Literacy students. Drama was re- students work with schools situated in socially introduced into primary Arts courses as was English disadvantaged areas of Belfast, whilst Art specialists Literature as a Post-primary subsidiary subject. delivered support in one such school. A range of visits were undertaken in which students were For those primary specialists undertaking the enabled to engage with educational partners in Level 3 Leadership in Learning and Teaching situ, and courses similarly benefitted from specialist modules there was an opportunity to engage with lectures delivered on a wide range of topics. coordinators of the World Around Us and Art and Music, and for Drama students, the chance to The Arts and Humanities team worked with the design and deliver a Theatre-in-Education event student body to organise the College’s two major with pupils on campus. Post-primary RE students community events: ‘Christmas in Words and Music’ were provided with the ability to micro-teach in held in St Bartholomew’s and the May Concert held a local grammar school. This year also saw the in the College’s Drama Theatre. second cohort move from the Certificate in Music
Year 1 BEd students on an autumn walk around the campus with pupils from Stranmillis Primary School 18 Pictures from the ‘Celebration of Christmas’ and ‘Music@Stran’ events
19 Education Studies
Education Studies is at the core of the BEd degree was piloted with 20 BEd students and extended to programmes at Stranmillis. the PGCE Early Years cohort. A Master’s module is planned for 2015-16. Education Studies strives to be challenging and rigorous, but also relevant and contemporary. This Education Studies engages with a wide range of is reflected in the growing numbers of students who stakeholders. On 28 May 2015 the sixth annual have chosen to take the new Master’s modules Special Educational Needs Stakeholder Group in Education Studies (Critical Perspectives on meeting was held. The event was well attended Disadvantage and the Impact on Children and with representatives from CCEA, Mencap, Young People: 16 students) and the now well Middletown Centre for Autism, staff from local established specialist option in Pastoral Care schools, as well as College staff and students. The (International Perspectives on Bullying: 16 students; Stakeholder Group feedback was overwhelmingly Safeguarding Children and Young People: 19 positive concerning the breadth and depth of the students). External examiner and student feedback preparation which students receive in this important from these Master’s modules as well as the portfolio area. of undergraduate modules is consistently positive.
This year saw innovative new module content on the needs of Looked after Children, applied case study assessment in relation to children with ASD, and a study visit to work alongside children with Profound and Multiple Learning Difficulties in Donard Special School, Banbridge.
Within Education Studies contemporary educational themes are critically examined in a rigorous manner, allowing students to move beyond parochial boundaries and see the “bigger picture” of education on a global stage. A visit to Donard Special School, Banbridge In the past year the range of undergraduate and postgraduate taught modules, professional We continue to forge strong and growing development courses, degree enhancement relationships with community organisations opportunities and partnerships with external including Mencap, Women’s Aid, NASEN, the agencies have been consolidated and extended Northern Ireland Anti-Bullying Forum, the Northern further. For instance in 2014-15 a Degree Ireland Language Council, CCEA, NICILT, Cruse Enhancement course on Primary Movement in the Bereavement Care and many more. Classroom, developed in collaboration with QUB, 20 The newly refurbished Main Building
21 Continuing Professional Development (CPD)
CPD is central to the College’s vision of leading Many educational practitioners chose to continue innovative professional practice. In providing their professional development journey through support for the teaching profession and indeed Master’s level study. In May 2015, students who the wider educational community the College has recently graduated with a Master’s degree came demonstrated its ability to play a significant role back to College for a Celebration event and shared in shaping educational practice. CPD courses their experiences with those embarking on the provide the opportunity for practitioners to avail of final stage of M-level study. This was also an the expertise of Stranmillis staff, particularly their opportunity to hear student views on plans to review expertise in practice shaped by and contributing to Master’s level courses and ensure greater cohesion innovative research. and collaboration between the three M-level programmes, allowing students to benefit from a This theme was developed at the Annual CPD wide range of expertise across the College. Lecture and presentation of certificates when a keynote address on “The Purpose and Value of CPD” was given by Dr Aileen Kennedy of Moray House School of Education, University of Edinburgh. This highlighted the importance of teaching as a learning profession and explored the connections between CPD and Master’s level learning.
The CPD Annual Lecture
22 The College engagement in the CPD arena has Partnerships and Community Engagement are had an undoubted impact on policy. The funded central to the concept of CPD. Our Learning projects of CREDIT and SEN have clearly driven Hubs in particular provide an opportunity for investment in these areas and Stranmillis is now a schools across Northern Ireland to avail of key provider in the provision of professional CPD Stranmillis Continuing Professional Development in Northern Ireland. The year 2014-15 saw a 17% opportunities as regional host schools. These increase in numbers taking CPD short courses schools then act as a hub for their local schools to at Stranmillis, and our involvement with so many come together to learn. In this way we are able schools and other educational settings means that to build strategic relationships with a number of our CPD has a direct and immediate impact on schools across Northern Ireland, and develop and practice across Northern Ireland. sustain collaborative partnerships, promoting the concept of learning communities.
Dr Glenda Walsh delivering a Learning Hub session 23 INTERNATIONAL DEVELOPMENT
The College continued to embed its International presented with a Stranmillis University College Development strategy in 2014-15 by consolidating golden ‘stole’ and a certificate of achievement. The and developing international partnerships, including College was also delighted to welcome Professor a number of specific partnerships in teacher Sir Desmond Rea, Chair of the Governing Body, education, and promoting student and staff mobility. Mr Matt Goshko from the American Consulate and some of the students’ friends and family members IFSA–Butler Partnership who were in Belfast to attend the event.
The College continues to foster collaborative In recognition of their significant contribution to the partnerships with a broad range of academic success of the programme, principals from partner partners to promote the (IFSA)-Butler Programme at schools were presented with a plaque generously regional and national/international level. In 2014- provided by our partners from the IFSA Dublin 15, as part of our successful partnership with the Office. Institute for Study Abroad (Butler University) and US University Faculty, we welcomed 17 US teacher The Malaysian Partnership education students from: University of Virginia; Virginia Wesleyan College; Drake University, Iowa; The long-established partnership with Tenby St Martin’s University, WA; and Austin College, Schools in Malaysia entered its seventh year in Texas. In addition to following a programme of 2014-15. This was a particularly exciting year for academic study, including reflective workshops this project as it saw the completion of the first exploring ‘Working Creatively with Difference year of the new PGCE (International) programme in the Classroom’ and ‘Managing Controversy for Malaysian teachers in the Tenby schools. This Arising From Diversity’, the students spent time programme has been developed as part of a on placement in local schools and participated in tripartite arrangement between Stranmillis University College clubs and societies. They also took the College, Tenby Schools, Malaysia and Queen’s chance to explore Northern Ireland and beyond. University. Six Malaysian teachers successfully completed the PGCE(i) Primary. During their final week on campus the students attended a ‘Graduation’ event where they were
24 BUTLER/MALAYSIA
US students at their ‘graduation ceremony
Staff from Stranmillis, QUB and Tenby Schools and 25 PGCEi graduating teachers and students. International Student Mobility
Once again the University College not only met but or Zambia. New to our international portfolio this exceeded the targets for student mobility with over year was Drury University in Springfield, Missouri 30% of our penultimate year students embracing who welcomed their first Stranmillis students the global dimension in education by spending a in January and who are intending to send two period of one semester studying and undertaking reciprocal students next year. placements at one of our partner institutions in Europe or further afield. Stranmillis regularly hosts A Year 3 BEd student spent three weeks in The around fifty reciprocal students on an annual basis Doane Stuart School, New York State, whilst five and this year we welcomed sixty. students were selected for, and took part in, the Study China programme at Easter. Through the College’s flourishing Erasmus programme, forty-one students had the opportunity Online blogs, produced by all students undertaking to spend their study/placement semester at one Erasmus, International or Malaysian placements, of our thirty European partner institutions, whilst, may be accessed within the International through the International programme, fifteen BEd Development section of the University College students had the opportunity to visit Hong Kong, website. The People’s Republic of China, the United States,
26 International StAFF Mobility
The Erasmus programme provides opportunities Stranmillis has partnered with the Hong Kong for staff to visit partner universities in Europe Institute of Education (HKIEd) since 2003 and we would normally receive visits from and since then we have welcomed a great approximately five European academics per many students from Hong Kong to study year. With regard to the latter, in 2014-15 we at the University College and we have also also exceeded our targets and welcomed some sent Stranmillis students each year to study twelve visiting lecturers to the University College, at the Hong Kong Institute and to undertake from a wide range of European countries placements in local schools. It is a great including Spain, Austria, Germany, Denmark, opportunity for students (in both directions), Finland, Switzerland and the Czech Republic. made available through the thriving International Internationally, Professors Tom Russo and Kris programme at Stranmillis. Wiley from Drury University, Missouri (our new American partners) visited in October whilst in During one of the celebratory dinners to mark November we welcomed a group of 20 head the HKIEd’s 20th anniversary in October, and teachers and educational administrators from as part of a grand gift-awarding ceremony Brazil and provided a short seminar programme traditional in Chinese culture, The College on the education system of Northern Ireland. presented a Tyrone Crystal, Stranmillis-engraved rose bowl to Prof Stephen Cheung, President With regard to outgoing staff mobility, in 2014-15 of the Hong Kong Institute, on behalf of the four members of staff undertook mobility visits Governing Body, Principal, staff and students of to partner institutions in Austria, Poland and Stranmillis. Germany. 27 SCHOOL PARTNERSHIPS
Stranmillis is committed to a model of collaborative are appreciative of the speakers’ recent and partnership that embraces sharing strategic relevant practice and teachers welcome this form of responsibility with professional colleagues at every involvement and partnership. level.
The Associate Placement Assessors (APA) scheme has been expanded following a pilot in 2013 -14. In the past year this scheme was extended to include all Year 3 and 4 students on the BEd programme. The principals welcomed the opportunity to be meaningfully engaged in this partnership. Student feedback was as positive this year as it was last year.
We have sought opportunities for student teachers to have exposure to centres of excellence in schools and other educational settings. For example the PGCE programme has benefitted from visits to a variety of Nursery schools that have been recognised by the ETI as being ‘outstanding’.
The College continues to invite teachers and principals who have been recognised by the ETI as ‘outstanding’ as keynote speakers in various professional studies modules. Student teachers
28 SCHOOL PARTNERSHIPS Cont.
We have continued to participate in the North/ newly qualified teachers to take up teaching posts South Student Teacher Exchange Project with there. Following a joint visit to Kent by the Head of other colleges across Ireland. Our numbers of Professional Studies and the Head of Education at participating students increased to three this year St. Mary’s in mid-July 2014, we hosted a joint event and we hosted ten students from the Republic of with St. Mary’s on teaching opportunities in Kent. Ireland in Belfast schools and Halls on their three week placement. This project grew out of peace Along with our sister college, St. Mary’s and reconciliation funding from Europe. This University College, we have sent a Year 3 student longstanding project contributes to the realisation of representative to Doane Stuart school in Albany government policy on ‘a shared future’ as the way USA for a 3 week placement. Staff and students forward for Northern Ireland. paid the College a visit on 12 February 2015.
As a result of a continued strategic partnership with Kent in England we organised placements for final year BEd students for the past number of years. This has raised awareness of opportunities to teach in England and there is a growing willingness by
Students from Doane Stuart School in New York State enjoy some Stranmillis hospitality! 29 WIDENING PARTICIPATION AND COMMUNITY ENGAGEMENT
Community Interventions Exhibition
A successful Community Interventions Exhibition this year including The Early Intervention Lisburn aimed to raise awareness of the community Partnership, Colin Neighbourhood Partnership interventions available to support educational and Voices of Young People in Care (VOYPIC). professionals in their practice. Representatives from While the event was open to all students and staff, local organisations attended what has now become students in the Year 4 Education Studies module an annual event at Stranmillis University College. Working with Disadvantaged Children were required A number of organisations attended, including The to investigate, select and reflect on one of the Fostering Network NI. There were also a number of interventions provided at the exhibition as part of new partnership organisations in attendance their coursework.
30 ‘Tick the Box’ Campaign for Looked in the recital room in the Music Department. After Children and Care Leavers The Making Music Workshop is designed to bring a real musical experience to participants while maintaining the ethos that learning can be fun. It provides access to experiencing musical performance through the delivery of a range of high quality music services. Each student got the opportunity to be involved in the writing of the lyrics to their song, composing the music and recording the track. The various students brought their own musical talents to the making of the music ranging from singing, playing the guitar or playing the drums. It was a very successful and lively six sessions, and the number of songs created showed the hard work and enthusiasm from the students.
At the end of October 2014 in the Crescent Centre, Belfast, the “Tick the Box” campaign was hosted by The Fostering Network NI during the National Care Leavers Week. This campaign provides care experienced students with a range of additional support at university. At the event the College presented the difficulties facing looked after children and care leavers and informed the audience about the College’s Buttle UK Quality Mark Award which provides the students with various forms of support: academic, practical and financial.
Making Music@ Uni
After a previous successful year of the “Making Music Workshop” a further programme was organised in February and April 2015. This year there were pupils from six different schools who came to the College to take part in a unique event – a chance to write, shape and record their own song with professional musicians. The schools worked in collaboration with the ‘Making Music Workshop’ 31 Stranmillis Enterprise Challenge
In June 2014, Stranmillis hosted an enterprise develop important enterprising skills such as event facilitated by Year 2 Business and Enterprise creativity, decision making and team work. Pupils students. Over 40 pupils from Ashfield Girls’ High were challenged to create a prototype of their School and Ashfield Boys’ High School attended finished product alongside making important the event. Stranmillis students planned an engaging marketing decisions. Some great ideas were enterprise programme, based on the theme of created and the competitive spirit of the pupils ‘Healthy Snacks’, which aimed to help the pupils became very evident as the day progressed.
32 Our Past… Your Future
In June 2015 Year 9 pupils from two Limavady schools, St Mary’s and Limavady High School travelled to Stranmillis to become history students for the day. The focus was on a re-enactment of the Battle of the Boyne which both groups of students were studying in school. The event was delivered by the Museum of Orange Heritage. The project aims to create understanding, education, tolerance, and mutual respect through two ‘shared space’ educational and resource centres. The day consisted of an introduction to the Stranmillis campus and what it is like to be a university student, followed by a dramatic video portraying a first-hand account of a solider before and during the battle. The pupils then had a chance to experience four different ‘battle stations’. Feedback was positive and showed that pupils and staff from both schools thoroughly enjoyed the day, with one student stating:
“It was a fun activity and Stranmillis seems like a good university. I would definitely like to go there!”
33 Maths Week 2014 STEM Events
Over 300 primary and Post-primary school pupils Several STEM events in support of the College’s attended mathematics events at Stranmillis in Widening participation policy were also implemented. celebration of Maths Week Ireland 2014. The GCSE Mathematics Revision Programme supported Year 12 pupils hoping to achieve Grade ‘C’ Steve Humble, known as ‘Dr Maths’, delighted and was delivered through a combination of tutor and pupils from Ashfield Boys’ High School, Laurelhill Post-primary Maths/Science undergraduates. Community College and Newtownbreda High School with his show entitled ‘And now for SUM thing Throughout the year pupils from different Key Stages different!’ This helped develop maths skills in a fun were inspired to take their first steps in computing. way by investigating number superstitions, number These events not only provided the pupils with predictions and a bit of magic. experience in university life but opened up new career ideas in the IT world for these young people. Doug Buchanan engaged Key Stage 2 pupils from Cairnshill, Currie, Donegall Road and Holy Family ILiAD primary schools in a lively ‘Puzzling Mathematical Show’, aimed at making mathematics enjoyable The ILiAD research project was commissioned in and intriguing as the pupils worked together to solve 2011 by OFMDFM to investigate the factors behind various puzzles. differential educational achievement in areas of deprivation across Northern Ireland. Throughout its 3-year commission, the College has been a member of the seven-strong research team led by Professor Ruth Leitch at Queen’s. The ILiAD project finishes in 2015-16 with reports totalling in the region of 700,000 words. A number of follow-up academic papers are now planned. Findings will inform future policy and strategic development in education.
34
SCHOLARSHIP AND RESEARCH
In terms of Scholarship and Research, the 2014-15 The panel reported high-quality outputs across the academic year was dominated by the publication submission, but highlighted “notable strengths” of the national Research Excellence Framework in inclusion and play in early years and primary (REF) results in December 2014. schooling. The panel’s report also noted that the College had been successful in attracting two Following years of intense preparation by of the largest funding awards in recent years in academic and administrative staff and support by Northern Ireland, the DE-funded SEN Literacy Visiting Professors, the results of the REF were Project (£4million) and the IFI-funded Classrooms published at the end of 2014, and they were very Re-imagined: Education in Diversity and Inclusion encouraging: for Teachers (CREDIT) Programme (€1 million), working on both occasions as joint partners with St • 72% of the College’s research activity was Mary’s University College. judged to be of internationally recognised standard, • 30% of the research publications were given the highest 4* rating (world-leading).
Visiting Professors – Professor Colleen McLaughlin and Professor Liz Wood joining with Dr Heaslett and some of the REF-returned staff to celebrate the College’s success in REF 2014 35 Dr Noel Purdy was appointed Director of • Continuing involvement of College staff in Scholarship and Research in January 2015, and several other research projects such as a BELB- heads up the Research Leadership Team. In funded evaluation of the use of portable devices June 2015 the Governing Body approved the new in primary schools Scholarship and Research Strategic Plan which sets out the College’s research mission to extend its • Involvement in an OFMDFM-funded research reputation and performance as a regional, national project on Investigating Links in Achievement and international centre of scholarship and research and Deprivation (ILiAD) in Education. • Contribution to the development of Canada’s Scholarship and research highlights in the 2014-15 Physical Literacy Consensus Statement academic year included: (June, 2015) – a clarification document aspiring to facilitate alignment and consistency in policy, • The conclusion of the SEN Literacy project research and practice within and between jointly led with St Mary’s University College. the multiple sectors in the physical literacy The ETI Report is available at the following link - community including health, education and sport. www.etini.gov.uk The College was also invited to present on Physical Literacy at two international • Ongoing innovative primary science conferences: Summit on Sport & Human collaborative work as a Primary Science Development, Sao Paolo, Brazil (November Teaching Trust (PSTT) Hub 2014) and the International Physical Literacy Conference, Vancouver, Canada (June 2015).
At the SEN Literacy final event in the Whitla Hall at Queen’s
36 Following the publication of the 2014 REF results, in 2014-2015 the Research Office recorded an encouraging increase in the delivery of research conference presentations and in the publication of research reports and classroom resources. The post-REF dip in the number of peer-reviewed journal articles published is to be expected.
Research Outputs 2011-2015
Conference Presentations
Classroom Resources
Research Reports
Professional Periodicals
Output Type Output Type Book Chapters
Book(s)
Peer-Reviewed Journals
0 5 10 15 20 25 30 Number of Outputs
2014 –2015 2013-2014 2012-2013 2011-2012
This pie chart illustrates how research and scholarly activity was distributed across all output types in 2014-2015.
OVERVIEW OF RESEARCH OUTPUT TYPES 2014 –2015
Peer-Reviewed Journals 13%
Book 2%
Book Chapters 7%
Professional Periodicals Conference Presentations 11% 56%
Research Report 11%
37 Peer Reviewed Journal Articles McMillan Dorothy J (2014) ‘Teacher Education in a Changing Society’. In: Hȧbl J (ed.) Jan Amos Comenius: Dunn, J, Niens, U and McMillan, D (2014) “Cos he’s my Unchanging Legacy in Changing Society. Usti nad favourite character!” A children’s rights approach to the Labem, Czech Republic: Jan E Purkyne University. use of popular culture in the teaching of literacy. Literacy, 48(1) pp 23-31. Richardson, N (2015) ‘Issues and Dilemmas in Religious Education and Human Rights: Perspectives on applying Dolan, A, Waldron, F, Pike, S and Greenwood, R (2015) the Toledo Guiding Principles to a divided society’. ‘Learning to teach primary geography in the context of In: Pirner, M., Lähnemann, J. & Bielefeldt, H. (eds), school placement: lessons from an all-Ireland study’. Menschenrechte und inter-religiöse Bildung. Berlin: EB- European Journal of Teacher Education. (published Verlag. online). Professional Periodical Articles McMillan D, McConnell B and O’Sullivan H (2014) Moffett, P (2014). ‘Percy learns to count’. Early Years ‘Continuing professional development – why bother? Educator, 16 (6), 32-34. Perceptions and motivations of teachers in Ireland’. Professional Development in Education http://dx.doi.org/1 Moffett, P (2015). ‘The sum of parent power’. Early Years 0.1080/19415257.2014.952044 Educator, 16 (10), 21-23.
Mitchell, D, Dunn, J and Leathem, T (2015) ‘The Popcorn McMurray, S and McVeigh, C. (2014). The case for Initiative: Using Kindles to Motivate Boys to Read’. frequency sensitivity in orthographic learning. Journal of Literacy News (Spring 2015). Research in Special Educational Needs, 15 September 2014. Purdy, N (2015) ‘Across the Water – an overview of Purdy, N and McGuckin, C (2014) ‘Disablist Bullying the SEN scene in Northern Ireland’. Special (NASEN in Northern Ireland and the Republic of Ireland: An publication) May 2015 Issue. investigation of student teachers’ knowledge, experience, and confidence’, European Journal of Special Needs Richardson, N (2015) ‘Inside the Tent?, RE Today, Education. 29 (4) pp. 446-456. January 2015.
Purdy, N and Mc Guckin, C (2015) ‘Disablist bullying in schools: giving a voice to student teachers’. Journal of Research in Special Educational Needs. 15, pp. 202-210.
Books MacBlain, S, Long, L, and Dunn, J (2015) Dyslexia, Literacy and Inclusion: Child-centred perspectives, London: Sage.
Book Chapters McCullagh, J, Doherty, A, and Murphy, C ‘Developing reflective practice through coteaching’. In: Susan Rodrigues (ed.) (2014) Handbook for Teacher Educators. Rotterdam: Sense.
38 Dr Jill Dunn with fellow authors Sean McBlain and Louise Long Research Reports
Crawford S, McKee, D, Wallace, S, Marron S (2015) ATEE (Association for Teacher Education in Europe) Examining Fundamental Movement Skill Training in Conference in University of Minho, Braga, Portugal 25- Initial Teacher Education in the Republic of Ireland and 27 August 2014. Northern Ireland: Report for SCoTENS. Eaton, P and Hagan, M: ‘Professionalism’ and the Eaton, P., Gardiner, J., Gray, C., Governance of Teacher Education: a Northern Irish McConnell, B., McKenzie, L., Quinn, Perspective. Paper presented at ECER 2014, University L. & Walsh, G. (2015) Diversity and of Porto, Portugal symposium: ‘Professionalism’ and Inclusion: Start Young: Supporting the Governance of Teacher Education across the British and encouraging Early Years Isles, 2-5 September 2014. practitioners to develop knowledge and confidence in dealing with issues Eaton, P, Horn, C, Liston, M, Oldham, E and O’Reilly, M: of diversity and inclusion. Belfast: (2015) ‘Using Narrative to Access Mathematical Identity: Stranmillis University College. An overview informed by an empirical study in five third level institutions in Ireland British Society for Research Gray, C (2015) Managing Early Years Inclusive into Learning Mathematics (BSRLM),’ Mathematics Transition Practices: Report for SCoTENS. Stranmillis Education Ireland (MEI) Joint Conference, St. Patrick’s University College, Belfast. Drumcondra, 27 - 28 February 2015.
McKee, B E (2015) Preventative Education in the Early Greenwood, R: ‘Using Images in Primary Geography Years Classroom: Helping children ‘draw’ conclusions Activities.’ Paper presented at Charney Manor Primary about keeping safe. Belfast: DHSSPS. Geography Conference, Oxfordshire 27 Feb – 1st Mar 2015. Classroom Resources McKee, M: ‘Physical Literacy: The value of body Boyd, F & Richardson, N experiences to human development’. Keynote (2014) Religious Education lecture presented at II Summit on Sport and Human in the Primary School: Non- Development: Sport, Physical Activity and Active Statutory Guidance Materials, Leisure Across the Lifespan, Sao Paolo, Brazil, 26-27 Belfast: CCEA November, 2014.
Casserly, A M, Moffett, P and McKee, M: ‘Physical literacy in NI – The Journey so Tiernan, B (2014) Number Far’. Paper presented at International Physical Literacy Talk: A resource to promote understanding and use of Conference convened by Canadian Sport for Life, early number language. Vancouver, Canada, 12-19 June 2015.
Conference Presentations McMillan, D J, Walsh, G and Doherty, A: ‘Us and Them: Experiences of a Shared Early Years Bell, I: ‘Educating the Digital Generation’. Public lecture Training Programme in Ireland.’ Paper presented at delivered at Stranmillis University College, Nov 2014 International Professional Development Association (IPDA) Conference: Aston University, Birmingham. 28 Dunn, J: Involving a Children’s Research Advisory November 2014. Group in gathering children’s views on using Popular Culture to teach Writing in the Primary Classroom. McMurray, S, O’Neill, S and Thompson R: ‘An Paper presented at the Reading Association of Ireland Innovative Model of Professional Development’. Paper Conference (RAI), Dublin, September 2014. presented at the 8th Inclusive and Supportive Education Congress - ISEC2015, University of Lisbon, Portugal, Eaton, P, Horn, C, Liston, M, Oldham, E, and O’Reilly, July 26th – 29th, 2015. M: ‘From learner to teacher: using reflection to develop 39 mathematical teacher identity.’ Paper presented at 2014 McMurray, S and Thompson, R: ‘Issues in Inclusion and Richardson, N: Collective Worship in Northern Ireland – Individual Learning Needs: Learning to Read’. Paper an initial overview paper presented at Collective Worship presented at the 8th Inclusive and Supportive Education in Schools: An Evaluation of Law and Policy in the United Congress - ISEC2015, University of Lisbon, Portugal, July Kingdom, – 1st Research Seminar at the University of 26–29, 2015. Bangor (Project funded by AHRC).
McMurray, S & Thompson, R: ‘Inclusion, Curriculum Richardson, N: Religious Diversity in the Formation of and the Rights of the Child’, Paper presented at the Teachers of Religious Education”. Paper presented at the 8th Inclusive and Supportive Education Congress - International Seminar on Religious Education and Values ISEC2015, University of Lisbon, Portugal, July 26–29, (ISREV) Session XIX, at the University of York St. John. 2015. Richardson, N: ‘Dealing with Religious and Cultural Moffett, P: Reforming the algebra classroom through Diversity in Schools’. Workshop presented at Didactics lesson study. Paper presented at the BSRLM-MEI Joint of Dialogue & Reconciliation (DIDAR) conference, UCC Research Conference, St Patrick’s College, Drumcondra, Copenhagen 4-6 November 2014. Dublin, 27-28 February, 2015. Richardson, N: ‘Division, diversity and vision - challenges Moffett, P & Beck, G: Making sense of mathematics: for religion in education: a case-study from Northern Identifying and addressing difficulties in the primary Ireland.’ Public lecture at the Institute of Education, classroom. Presentation at the NASEN NI Conference, London, 27 November, 2014. Stranmillis University College, Belfast 18 April, 2015. Richardson, N: ‘Faith and Faith Schools in Northern Purdy, N and McGuckin, C: ‘Disablist Bullying: what do Ireland.’ Paper presented Weekend Meeting of the trainee teachers know and how do they plan to respond?’. Commission on Religion and Belief in British Public Paper presented at the JORSEN Invitation Research Life – community, diversity and the public good: Religion Seminar “Bullying: Hidden Voices”, 10 October 2014, and Belief in Education & Training, Charney Manor, Nottingham. Oxfordshire. 30 January–1 February, 2015.
Purdy, N: ‘Disablist Bullying: a North/South study of Richardson, N and Hunter, A: Collective Worship Beyond student teachers’ knowledge and confidence’. Research Obituary – An Educational Perspective. Paper presented Presentation at St Mary’s University College, Belfast. 21 at 2nd Seminar of the AHRC Collective Worship Research January 2015. Network: Collective Worship in Schools: An Evaluation of Law and Policy in the United Kingdom, University of Purdy, N: ‘A content analysis of school anti-bullying Strathclyde, Glasgow, 12-13 March 2015. policies in Northern Ireland’. Research presentation given at the Annual Conference of the British Psychological York, L and N Purdy: ‘A critical investigation of the nature Society Northern Ireland Branch, Armagh, 21 May 2015. and extent of cyberbullying in Post-primary schools in Northern Ireland’. Research presentation given at the Ryan, A, O’Toole, L and Purdy, N: ‘Rhetoric or Reality? Annual Conference of the British Psychological Society A Consideration of the Theory/Practice Nexus and its Northern Ireland Branch, Armagh, 21 May 2015. Implications for Approaches to Teacher Education.’ Paper presented at the annual SCoTENS Conference, Enniskillen 21-22 October 2014.
Richardson, N: ‘Education & Religion in Northern Ireland – Challenges and Opportunities’, Paper presented at Didactics of Dialogue & Reconciliation (DIDAR) 40 conference, UCC Copenhagen 4-6 November 2014. STAFF ACHIEVEMENTS AND APPOINTMENTS
Staff achievements have been recognised through Degrees & Postgraduate Qualifications nationally-recognised awards and appointments to professional bodies. Ms Rosemarie McQuaid received a LLB degree from Nottingham Fellowships Trent University.
Dr Noel Purdy, recognised as a Senior Fellow of the Higher Education Academy Miss Rebecca Molloy received (SFHEA). a first class honours degree from Ulster University in Human Resources Management.
Mrs Gillian Beck and Mrs Ciara Love received a Dr Sharon Jones both Postgraduate Diploma, with recognised as Fellows distinction, in Career Guidance and of the Higher Education Development from the University of Academy (FHEA). the West of Scotland (UWS).
Dr Patricia Eaton was recognised Professional Qualifications as a Fellow of the Leadership Foundation. Miss Jacinta Brankin received a Level 3 Award in Supervising Food Safety.
Mr Marshall Calder received a Level 3 Award in HACCP in Catering.
Dr John McCullagh has been Mrs Gillian McDowell received a Level 3 Award made a Fellow of the Royal in Supervising Food Safety. Society of Chemistry in recognition Mrs Hilary Cowan received a Level 3 Award in for his contribution to curriculum Supervising Food Safety. development in Chemistry Education. Mrs Hilary Cowan received a certificate in First Aid at Work.
Mr Marshall Calder received a certificate in First Aid at Work. 41 Appointments to Professional Bodies practitioners in the field of social care.
Mr Andy Brown was appointed to the Executive Ms Paula Carlin has joined the Board of Parenting NI. Committee of the Transferors’ Representative Council, and Convenor of the State Education Ms Sheelagh Carville was appointed to the Board Committee of the Presbyterian Church in Ireland. of Queen’s University Institute of Theology in order to bring her particular expertise in quality assurance Ms Audrey Curry was appointed as the Transferors’ and collaborative provision to bear on their work Representative on the Board of Governors of with a broad range of theological institutions. Stranmillis Primary School. Dr Irene Bell has been appointed to the DigiSkillsNI Dr Michael Ievers has been appointed External Steering Group. Examiner for Technology and Design Education at Sheffield Hallam University. Dr Irene Bell has been appointed the Awards Examiner for the Faculty of Education in Dr Noel Purdy was appointed President of NASEN Manchester Metropolitan University. in Northern Ireland from 2014-2016. NASEN is a UK-wide organisation supporting those who Dr Ken Gibson appointed panel member on both work with or care for children and young people the QUB Academic Offence Committee and the with special and additional educational needs and QUB Central Student Appeals Committee. disabilities.
Dr Sharon Jones was appointed as an inaugural member of the executive committee of the newly formed Northern Ireland Language Council.
Ms Melanie McKee was elected as Vice-Chair, Executive Board Member and Head of International Development of the International Physical Literacy Association (IPLA). Melanie is one of eight trustees of the IPLA and Stranmillis University College is formally recognised as a co-founder of the Association.
Ms Sheelagh Carville was invited to join the Childcare Partnership Regional Workforce and Training group, thus affording Stranmillis University College the opportunity to put forward its perspectives in relation to the training 42 and professional development of early years Special Awards Dr Michael Ievers’ one-act play entitled, ‘Sharkey’ was performed on the Irish Festival circuit and Dr John McCullagh and Dr Andrea Doherty won won through to the Northern Ireland finals, where the STEAM category of the Department of Culture the production finished in the runner-up position. Arts & Learning (DCAL) Award for the project He also finished in 3rd place in a UK-wide play- ‘Digital Storytelling in Enquiry Based Science writing award. In recognition of his work in the project’ amateur drama movement in Northern Ireland he was invited in June to an audience with the Dr Irene Bell’s work in the area of STEM has President of Ireland, Dr Michael D Higgins. led to Stranmillis University College being recognized as a ‘Chapter’ within the International Association of STEM Leaders (IASL). The International Association for STEM Leaders is globally recognized for creating a “golden standard” for Science, Technology, Engineering and Mathematics (STEM) excellence in traditional and non-traditional educational settings for all pre- kindergarten through to adult students.
Dr Michael levers
Dr Irene Bell and Dr Usha Rajdev from Marymount University, Virginia, USA, a member of the panel for the International Association for STEM Leaders 43 LIFELONG LEARNING
The year 2014-15 saw a During the year the College’s profile was greatly further broadening and enhanced by extensive media coverage in the local refinement of our Lifelong press and BBC Radio Ulster and U-105. In spring Learning Programme with our annual series of Lunchtime Talks attracted record a range of new courses in numbers of the general public and also favourable History, Anglo-Irish Literature, media publicity. Among the guest speakers was Irish Archaeology, Languages, former heart surgeon and philosophy tutor, Dr History of Art, Digital Gianfranco Campalani who enthralled his audience Photography and Health with a talk on his career and recent advances in and Leisure. In particular the medical science. The year ended with an evening public were offered a greatly of celebration of the ‘coming of age’ of our unique extended series of historical and cultural day tours Stranmillis adult education brand – now completing with guided visits to Joyce’s Dublin, Yeats Country, its eighth season. This included splendid renditions ‘Drogheda and the Pale’ and North Down and the on the harp and flute and an interesting talk by local Ards. The result was a dramatic rise in enrolments. novelist and literary critic, Dr Sophie Hillan.
44 STUDENT SUPPORT AND WELLBEING
Dr Ken Gibson in his role as Head of Student A suite of Student Support and Wellbeing Support Services led the development and Services has been relocated to the ground floor of implementation of a Student Support and Stranmillis House. The Students’ Union Office has Wellbeing Strategy - also successfully relocated from Central Building to the ground floor of Stranmillis House following “Ready, Willing and Able to Learn – Striving the completion of a refurbishment project, and for Success in a Supportive Learning now sits alongside other student services such Community”. as Careers, Student Support and Occupational Health. This strategy, which was informed by international best practice, seeks to place the student at the The Students’ Union plays a crucial role in centre of the College community, providing high supporting students and promoting wellbeing. The quality support services and experience for all Union organised a successful ‘Wellbeing Week’ students, ensuring equality of opportunity for all which was comprised of free workshops and students, and making available support to all activities for students, catering for various aspects students. The importance of caring for all of our of wellbeing – mental, physical and social. The student members in a friendly and welcoming Students’ Union successfully ran PIPS Suicide environment recognises that students are Awareness and Prevention Training sessions for much more likely to achieve their full potential staff and students. when they feel emotionally, physically, socially, psychologically, mentally, and spiritually secure. Consequently when students feel happy, secure and safe they will be in a much better position to contribute to their own success.
45 Staff and students in the Student Support and Wellbeing Centre Careers Education: Preparing our students for the world of work
As an institution we are very conscious of the number of stakeholders and outside agencies need to prepare our students for the graduate who so willingly give of their time in many different employment market. A range of lectures, seminars, ways such as conducting ‘mock’ interviews with our workshops and one-to-one clinics are provided for students or providing them with very informative the students throughout their time at the College. support and advice sessions. This year once again Career development workshops focus on areas a very successful Careers Fair was organised at such as writing CVs, preparing application forms which over 60 different graduate employers, from a and writing high quality personal statements, and wide range of different organisations, were present. all students are encouraged to think how best they might develop and enhance their own career profiles. We are very grateful to a significant
46 An interview in progress! STUDENT ACHIEVEMENTS
Sport NI Dissertation Prize Greenpower Electric Car Project
John Allen (pictured below) a 2014-15 BSc final BEd students from year student completed a dissertation on forest both the Primary schools which was commended by the External and Post-primary Examiner for the use of novel methodology and programmes who was awarded the Sport NI prize for Dissertation specialise in STEM Excellence. subjects built a Formula 24+ racing car under the guidance of Dr Irene Bell, Head of Maths, Science and Technology.
Following an incredibly successful event at Nutts Corner Race track, Andrew Davis, Peter Soutar, Anthony McGill and Ryan Litter qualified for a grid position in the International Finals at Rockingham Motor Speedway on Sunday 11 October 2015. The students, who called themselves ‘Docendo Racing’, were the UK’s first racing team of student Undergraduate teachers. They built the IET Greenpower Formula Awards 24+ kit single seated electric car in a project that highlighted the importance of presenting STEM Leah Proctor (B.Ed. subjects in a fascinating, relevant and dynamic Primary 2014) was manner. “highly commended” for her essay This recent success brings a further dimension to submitted to the the partnership of Greenpower Education Trust Undergraduate Awards and Stranmillis STEM ITE students, who have in August 2014. Her now impacted upon the Greenpower project essay was based on through developing learning resources at Primary the Education Studies level, supporting Post-primary school vehicle module “Contemporary construction and now showing that it is not only Issues in Pastoral the pupils who enjoy racing but also the future Care”. teachers!
47 BelTech Award
Year 4 BEd student Victoria Cahoon, a Music specialist student, won the Student Teacher category of a competition organised by the Belfast Telegraph, in creating a web site. Her website was aimed for Key Stage 2 pupils and was based on instruments from the different sections of an orchestra - brass, woodwind, percussion and string. From the homepage the pupils could click on a page link to navigate to the different sections of the orchestra, the main features of these instruments and external links to videos of the instruments being played.
FRONTER Competition iPad Winners
Emma Fleck and Naomi Boyd were the Stranmillis winners in the ‘Fronter Room’ competition sponsored by C2K and Capita, each receiving an iPad Air.
The iPads were presented to the students at a ceremony hosted by Ulster University at Jordanstown as reward for their winning Fronter entries. Fronter is the primary online learning tool for schools in Northern Ireland. For the competition the students were required to create an interactive online course, called a ‘room’, within Fronter which could then be adapted for use by other teachers.
48 AUTUMN ON CAMPUS 49 STUDENT SPORTING ACHIEVEMENTS
Stran Ladies’ Soccer Report
Stranmillis Ladies’ Soccer team was entered into the Uni 5’s competition at the end of November, and finished a creditable third.
Irish Universities Hammer Champion Gaelic Football Success. Robert Moffett became Irish Universities hammer Gaelic football has been steadily on the rise around champion with a new record throw of 60.85m. Stranmillis, with both men’s and ladies’ teams Having achieved success at this level, Robert fielding in their respective leagues. worked towards obtaining the qualification standard for the European Under 23 Championships in The ladies’ team were put in a very challenging Tallinn, Estonia 2015 and the World University group with UU Magee, UU Coleraine and Cavan Championships in Gwangju, South Korea 2015. IT. While they failed to progress out of the group stages, the two sides they were beaten by reached the All-Ireland League semi-finals. The men’s team was in a group with BMC, UUJ 3’s and QUB 3’s. They topped the group unbeaten and progressed into the All-Ireland quarter final where they met NWRC, Derry.
50 Teachers’ Credit Union Student Awards Chemistry Competition
Students at Stranmillis and St Mary’s University This year’s A-level Colleges recently received bursary awards Chemistry Competition sponsored by Teachers’ Credit Union. The took on a pharmaceutical successful winners received £500 for each year of theme, with the 12 study on the BEd programme. participating schools tasked with the analysis of vitamin C tablets and confirming the purity of a sample of aspirin by both titrimetric and colorimetric methods. This annual event, organised by the Analytical Division of the Royal Society of Chemistry and sponsored by Warner Chilcott UK, aims to highlight the importance of chemistry within the pharmaceutical and food industries and plays a vital role in directing pupils towards careers in STEM subjects. The winning team from Lumen Christi College in Derry acquitted themselves well Sixth Form Essay Competition representing the region in the UK final at the Robert Gordon University in Aberdeen in June 2015. There was a healthy response this year to the annual Sixth Form Essay Competition where pupils had to submit an original 1500 word response to Nelson Mandela’s maxim that “Education is the most powerful weapon which you can use to change the world”. The winner was Blanaid Kearney (St Dominic’s Grammar School, Belfast) and runners-up were Lauren Robinson (Ballymena Academy) and Florentyna Syperek (Lumen Christi College, Derry/Londonderry).
Competition winners Lumen Christi 51 STUDENTS’ UNION ACTIVITIES
A highlight of the year was the opening of a fabulous The night provided a tremendous insight into a great new Scholars Bar and Social Space Facility. The variety of cultures and prompted many students’ Students’ Union organised a very successful thoughts regarding the International and Erasmus programme of events throughout the year. This placement offered by Stranmillis, not to mention the included a special International Takeover Night! fact that it was a chance to spend some quality time with some amazing people from around the world!
52 The new Scholars Bar Charities International Welcome
The Students’ Union played a critical role in welcoming and supporting international students. A programme of social events including the annual day trip to the North Coast for the Erasmus/ International students at Easter was organised.
Each year the Students’ Union choose to support one child-centred charity for the year. For 2014- 2015 the work of ‘Make A Wish Foundation UK’ was chosen. Funds were raised through a diverse range of activities including a SkyDive , a 12-hour-danceathon by outgoing Students’ Union President, Michael Pollock, and participation in the Belfast City Marathon. A total of £2406.53 was raised for charity in 2014-15.
53 Stranmillis Panto Students’ Union Formal
The famed Stranmillis Panto had another very The 2014-15 academic year was rounded off successful year, with ‘Cinderella’ playing to by the Students’ Union Formal, attended by not hundreds of Primary, Post-primary and special only Stranmillis students, but students from other school pupils as well as teachers, students, friends universities who live on campus. and family. Every year a large number of students give up many hours of their spare time to make the production possible - the principals and the rest of the cast, the chorus, band, backstage crew, costume team, sound and light team, and of course a front-of-house team. Producer David Crothers said: ‘To hear so many children screaming at once, and to watch them all get excited brings a smile to all our faces!!’
54 All photos by Annabel Graham CORPORATE SERVICES DEVELOPMENTS
Estates and Infrastructure
The College has an ambitious Estates Strategy which is regularly updated to reflect investments made and newly identified priorities. The Strategy seeks to improve the standard of the buildings across the campus, many of which are listed and several are of significant historical importance, whilst making the buildings safe and suitable for teaching, learning and related purposes.
As part of the updating of the Estates Strategy an updated assessment of the physical condition of each of 23 building of the campus was made (last updated March 2015) and is summarised in Figure
The RICS Building Maintenance definitions apply:
• A = as new • B = sound, operationally safe, exhibiting only minor deterioration • C = operational, but major repair or replacement needed soon • D = inoperable or serious risk of failure or breakdown
Investment in recent years has significantly improved the proportion of College buildings which are graded B or above. The 2014-15 year saw the completion of works to the Main Building and a first phase of works to the Refectory Building, whilst a second phase of works to the Refectory and works to upgrade the Central Building foyer also commenced in the year. 55 The table below shows the significant investment in College buildings over the past 5 years to 31 July 2015. This investment has enabled the College to make significant progress in addressing the backlog of maintenance on the campus.
Capital Spend Trends Total 2015 2014 2013 2012 2011 £k £k £k £k £k £k
Total Capital Investment Main Building 3,195 2,614 581 Refectory Building Phase 1 1,112 49 1,063 Refectory Building Phase 2 877 877 Stranmillis House 1,155 -13 818 350 Halls of Residences 343 0 -30 319 54 Orchard Building 78 0 0 19 10 49 Central Building - first floor 1,127 0 8 42 528 549 Central Foyer Project 214 150 64 All Weather Sports Pitch 4 4
Total Capital Investment 8,105 3,681 2,504 730 592 598
Refurbishment & Maintenance Spend 3,651 555 874 629 788 805
During the 2014-15 financial year the College invested £3.68m in building works, compared to £2.50m in the previous year, demonstrating the continued investment made by the College, supported by DEL with grants of £2.9m in the year, in the upgrade and refurbishment of its complex estate in schemes which enhance the teaching and learning environment for staff and students.
The College has also invested heavily in a range of other refurbishment projects over the same five year period as demonstrated in the table above. The refurbishments have included a programme of upgrades within the Halls of Residence, reconfiguration and upgrading of teaching space and the demolition of several buildings which were past their economic life. 56 Energy Efficiency
The recent capital investment projects over the last 3 years are expected to yield significant efficiencies in energy usage.
The Main Building Project included the installation of thermal insulation which had never previously been in place. The project also included the complete replacement of all mechanical and electrical services. The heating system is now zoned and includes the ability to achieve more control via set times, room sensors, electrically operated valves and thermostatic valves fitted to each radiator.
Similarly the new lighting installation incorporates the latest energy efficient lighting technology with automatic switch off and the use of low energy LED lamps.
The second phase of the Refectory Building Project focussed on the complete replacement of all the original 1960s aluminium framed single glazed units with new energy efficient double glazed units. The amount of glazing was also reduced to further reduce the thermal losses. Similarly all remaining vertical faces of the building were thermally insulated and either over clad or rendered to increase the thermal retention properties of the building.
The proposed third phase of the Stranmillis House Project includes incorporation of similar heating controls and thermal insulation as described above for the Main Building. It is hoped that this work will be undertaken during the summer of 2016 on approval of the business case.
Recycling
In the calendar year 2014, the College produced 93.38 tonnes of waste via 2 separate waste management contracts. One waste stream from administration & teaching buildings was sent for recycling. The other waste stream from the Halls of Residence and Refectory Building went directly to landfill. The split between these two streams meant that only 40.38 tonnes (43.24%) of waste was recovered.
From August 2015, the two streams were merged and a single waste management contractor appointed to deal with all waste. It is anticipated that the amount of waste recovered will increase to at least 85% in the first year of this new contract as a consequence.
57 Hospitality & Accommodation Services
The refurbishment of Halls and the investment in Overall Hospitality & Accommodation Services new social spaces and facilities has ensured that achieved a net margin of 19% which is in line with the College exceeded its occupancy target for the the prior year. This area of the College’s activity is a Halls of Residence. The occupancy percentage critical dimension of its income generation strategy. in 2014-15 was 98.5%. Despite the fact that The surpluses arising from this activity are being a number of key facilities, such as parts of the invested in the further upgrading of the College’s Refectory Building and the Main Building including infrastructure and the student experience. the conference hall, were out of commission due to major refurbishment projects and the current challenging financial climate, Hospitality & Accommodation Services income has remained strong.
58 People Development
Staff Development
The College invested £57k in providing staff Funding was also provided to a number development for staff across all teams in the of professional support staff to undertake year to 31 July 2015. The College has exceeded professional qualifications in corporate functional its target of having 60% of its academic staff areas. Staff were supported to attend events to qualified to doctorate level. Support was provided suit their individual development needs and to to several members of academic staff in attaining attend courses which were provided to all staff, Fellowship status of the Higher Education aligned to the objectives set out in the Corporate Academy, providing international recognition of Plan. Staff were also supported to present their their commitment to professionalism in teaching research at regional, national and international and learning in higher education. research conferences.
Working Days Spent on Development Attendance by Staff Development
Widening Participation, Student Academic Procedures Support & Student Employability & Assessment (33 days) (51 days)
Research (128 days) Curriculum Development (314 days)
Marketing & Student Recruitment (241 days)
Finance Library & Technology (135 days) supported Learning (22 days)
Leadership & Management Developement (66 days) Health & Safety (139 days) IT (29 days)
Human Resources & Equality (556 days)
The College developed a new Staff Development Policy, approval and recording process which will ensure that going forward staff development activity is closely aligned to priorities set out in the operational plan, that approval and record keeping processes are more streamlined and that the impact of the investment in staff development can be analysed. 59 Staff Health and Wellbeing People Strategy
The College undertook some initial work in the Work commenced during 2014-15 to develop a area of staff health and wellbeing. A new Alcohol new People Strategy to align with the College’s and Substance Misuse Policy was introduced Corporate Plan 2015-18. This will provide the basis and a successful event was held to mark National for our Human Resource activities going forward. No-Smoking Day which resulted in a number of staff signing up to smoking cessation classes. In recognition of the importance of the emotional well-being of staff, staff were provided with access to workshops in this area. Workshops in teamwork and communication were delivered to all staff focusing on the importance of good working relationships amongst staff and improving communication within and between teams.
60 Financial Performance
A surplus of £263k was recorded in the year to The College continued to implement its innovative 31 July 2015, further strengthening the financial Joint Graduate Internship Programme funded by positon of the College. external partners and delivered in partnership with schools in Tullycarnet and Newtownabbey. Total income reduced in the year by £800k or Successful graduating student transition to full 5.6% compared with the previous year, reflecting time employment reduced the pool of newly continued reductions in Core Grant Funding from graduated students available for taking up the Department for Employment and Learning internship positions in 2015. (DEL) which has reduced by £215k and £263k in the two years ending 31 July 2015 respectively. The College also commenced a new partnership Consequently the DEL Recurrent Grant with local IT firms which aims to promote the represented 32.6% of total income received in the teaching of programming skills in schools in order year. In addition 2015 saw the ending of a further to meet the skill and employment needs of the major project which consequently generated some sector. £795k less income than in 2014. The College continues to expand its Lifelong Tuition fee income increased by 3.5%, contributing Learning programme and offers its Continuing 26.6% of total income, with inflationary increases Professional Development programme via and a new tripartite partnership with Tenby innovative outreach arrangements in hubs based Schools in Malaysia and Queen’s University in partner schools. Belfast which has further enhanced the College’s International Tuition fee generation strategy.
The College continues to build and grow income generated by its Accommodation, Catering and Conferencing business which contributed £2,098k or 15.6% of total income in the year. This steady performance represents a continuance of the very positive results that have been achieved in recent years, despite the very challenging economic climate.
61 The table and graph below show the proportion of income, adjusted to remove the distorting impact of deferred capital grants on assets transferred to the College on incorporation in 2005, derived from Non DEL sources.
2015 2014 2013 2012 2011 2010 £’000 £’000 £’000 £’000 £’000 £’000 Total Income - ex DEL Grants 7,271 7,959 6,931 5,718 4,975 5,098
Income adjusted for impact of DCG release 11,753 12,657 11,893 10,997 10,458 10,800
Adjusted Non DEL Funding % 62% 63% 58% 52% 48% 47%
The chart on the left shows the proportion of income derived by income type over the six years to 2015 (excluding the deferred capital grants).
It is evident from these results that the University College’s strategy in recent years to diversify the sources of its income has been successful, therefore reducing reliance on lower levels of core government funding.
62 Expenditure
Overall the College saw expenditure reduce by 3.4% in the year, again reflecting partly the ending of the SEN Literacy Project in March 2015 and the ending of the CREDIT Project in December 2013 which resulted in a reduction in related major project expenditure (and related income) of £795k in the year.
Whilst staff costs (adjusted for the impact of FRS 17) increased by £143k, the College has sought to make long term staffing efficiencies, achieved by restructuring and reconfiguring service delivery, which resulted in voluntary redundancy costs of £317k being incurred in the year.
Unadjusted staff costs represented 58.7% of total expenditure, which is below the Northern Ireland HE sector average (as reported by HESA – staff costs in 2013-14 represented 60.1% of total expenditure).
A PDF document detailing the Annual Accounts can be accessed by going to http://www.stran.ac.uk/ media/media,543795,en.pdf.
63
Stranmillis University College Stranmillis Road, Belfast BT9 5DY Northern Ireland Tel: 028 9038 1271 email: [email protected]
www.stran.ac.uk
STRANMILLIS UNIVERSITY COLLEGE A College of Queen’s University Belfast